Principal and Board working together

Principal Performance Agreements will be based on the Professional Standards

Professional Standards for Principals

Note: Principals with teaching responsibilities will also need to meet the requirements of current (of the time) standards and/or criteria for teachers.

Appendix IV

Principal and Board Roles

Principal

· Educational leadership

· Management (operating within school policy)

· Governance (working with the Board)

Board

Governance role has three functions:

· Legal authority

· Corporate body

· Policy development, monitoring and review (establishing direction and providing operational guidelines)

Working Together

Building the Partnership

Real partnerships come from working together as a team. Each member of the team brings different skills and experience. An effective team knows what these are and uses them to the full.

Every school needs a clear set of aims and values agreed by the Board of Trustees and the school staff.

As part of the planning process, the Board must set aside time each year to discuss the strengths and weaknesses of the school, the progress being made towards its aims and values, and whether any changes need to be made.

The Board and Principal must consult with the staff, parents and pupils to draw up a code of good behaviour covering all those involved with the school.

Like all partnerships, that between the Board and the Principal needs to be worked at continually and occasionally reviewed together, with mutual trust.

How Board Members Can Help

The powers of the Board members, determined by law, will be ineffective unless respect is earned. This comes from demonstrating a commitment to the school, knowing the concerns and caring about the pupils, staff and parents.

Board members must not take management decisions which are to do with the day to day running of the school. This is the responsibility of the Principal.

Board members must always find something good to say about the school and speak positively about it in the community. They must be cautious about voicing criticism until they know the school well.

Board members must value the staff – who are the school’s main resource – and remember to praise them when appropriate.

Board members must remember they have the power to act as individuals but only through the Board. The must accept public responsibility for decisions taken by the full Board and recognise their accountability to the annual meeting of parents. Once elected, Board members cannot have a public opinion on a matter that differs from the official stance taken by the Board as this creates division and confusion.

How Principals Can Help

Principals must aim to develop a positive working relationship with the governing body. The quality of this relationship can determine whether Board members or the Principal are a help or a hindrance to the school.

Principals must look for the strengths in Board members not the weaknesses. Board members can bring a different perspective to a Principal’s view of the school.

Principals must try to develop a good rapport with the Chairperson. This allows concerns to be shared on a confidential basis.

Principals must have the confidence to be open and frank with the Board. Sharing bad news as well as good can strengthen the partnership.

Principals must involve the Board members in the life of the school. There are times when Principals need the support of the Board members and this will rest on the confidence built up over time.

Principals must remember they are employees of the Board and that it is the Board who has ultimate responsibility for the oversight of the school. Where Boards fail to ‘step up’ to their responsibility it is important that the Principal works with the Board to ensure they accept that responsibility rather than the Principal taking on that burden.

Working as a Team

A Board and the Principal must agree the general framework of responsibilities. The Board must be a policy making and monitoring body. For each decision taken, people must be clear on what has been agreed, who will carry it out, by when, and how results will be reported.

Decisions need to be based on sound information. They are usually better after consultation and discussion. People must not act within other people’s areas of responsibility simply because they think it is quicker and saves trouble.

Where Chairpersons have to take urgent action without prior agreement of the Board, they must take the first opportunity to explain events to their colleagues.

Evaluation is about seeing how things can be improved in the future and not who is to be blamed for events in the past. The main yardstick for present achievements must be comparison with the school’s previous performance not solely performance of other schools.

Appendix V

List of Delegated Authorities

NOTE – these delegations are renewed annually at the first Board meeting of the year.